CSTA Standards Feedback

Author

Jennifer K. Houchins

Modified

June 25, 2025

Introduction

This report synthesizes the feedback received from reviewers of the full draft of revised K-12 CSTA Standards. This survey was administered in late May and early June 2025. The feedback is intended to inform 1) adjusting the standard progression where necessary and 2) removal of unessential standards.

Reviewer Background

The majority of the reviewers providing feedback for the revised standards self-reported a primary role of K-12 Educator. Curriculum Developer, PD Provider, and Researcher were the other most frequent primary role self-reported by standards reviewers.



Foundational Standards

Algorithms and Design

Overall, there were 190 reviewers who respondents to the Algorithms and Design standards.

Algorithm Fundamentals

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 46 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 111 45
Are there standards you feel are not developmentally appropriate for the intended grade band? 46 110


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 190 reviewers identified Algorithm Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_alg_af_01 2 0 94
e1_alg_af_01 0 4 91
e2_alg_af_01 2 7 86
e3_alg_af_01 2 5 88
e4_alg_af_01 4 9 81
e5_alg_af_01 4 11 78
ms_alg_af_01 7 6 71
hs_alg_af_01 2 4 85
hs_alg_af_02 9 5 77
hs_alg_af_03 6 10 75


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Human-Centered Design

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 40 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 125 27
Are there standards you feel are not developmentally appropriate for the intended grade band? 40 109


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 190 reviewers identified Algorithm Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_alg_hd_02 4 3 86
e1_alg_hd_02 3 14 78
e2_alg_hd_02 1 8 83
e3_alg_hd_02 2 7 83
e4_alg_hd_02 3 10 80
ms_alg_hd_03 1 5 76
ms_alg_hd_04 1 6 75
hs_alg_hd_06 2 2 83


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Problem Solving

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 46 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 116 31
Are there standards you feel are not developmentally appropriate for the intended grade band? 46 101


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 190 reviewers identified Algorithm Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_alg_ps_03 10 0 77
e1_alg_ps_03 8 2 79
e2_alg_ps_03 3 9 73
e3_alg_ps_03 1 11 74
e4_alg_ps_03 4 6 76
e5_alg_ps_03 4 6 77
ms_alg_ps_05 4 5 70
ms_alg_ps_06 2 6 72
ms_alg_ps_07 7 4 69
hs_alg_ps_07 7 9 67
hs_alg_ps_08 2 1 81
hs_alg_ps_09 4 0 79
hs_alg_ps_10 5 2 77


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Impacts of Algorithms

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 37 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 116 29
Are there standards you feel are not developmentally appropriate for the intended grade band? 37 108


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 190 reviewers identified Algorithm Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_alg_im_04 8 1 80
e1_alg_im_04 5 3 81
e2_alg_im_04 6 8 75
e3_alg_im_04 10 9 71
e4_alg_im_04 4 4 81
e5_alg_im_04 4 8 76
ms_alg_im_08 2 4 73
ms_alg_im_09 0 4 74
hs_alg_im_11 2 1 79


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Programming

Overall, there were 195 reviewers who respondents to the Programming standards.

Programming Fundamentals

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 43 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 116 33
Are there standards you feel are not developmentally appropriate for the intended grade band? 43 106


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_pro_pf_01 8 4 80
ek_pro_pf_02 5 4 83
e1_pro_pf_01 0 5 87
e2_pro_pf_01 0 4 87
e3_pro_pf_01 3 5 83
e4_pro_pf_01 15 1 75
e5_pro_pf_01 6 5 79
ms_pro_pf_01 2 0 76
ms_pro_pf_02 1 2 73
ms_pro_pf_03 4 15 59
hs_pro_pf_01 5 7 75
hs_pro_pf_02 3 7 76


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Data Handling

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 26 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 132 12
Are there standards you feel are not developmentally appropriate for the intended grade band? 26 115


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_pro_dh_03 1 2 84
e1_pro_dh_02 0 0 87
e2_pro_dh_02 0 3 84
e3_pro_dh_02 1 6 80
e4_pro_dh_02 1 11 76
e5_pro_dh_02 1 8 77
ms_pro_dh_04 1 6 68
ms_pro_dh_05 1 4 69
ms_pro_dh_06 1 5 69
hs_pro_dh_03 1 1 82
hs_pro_dh_04 4 1 80
hs_pro_dh_05 2 12 71


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Program Development

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 12 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 78 30
Are there standards you feel are not developmentally appropriate for the intended grade band? 12 93


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ms_pro_pd_07 2 5 68
ms_pro_pd_08 3 2 68
ms_pro_pd_09 2 0 71
ms_pro_pd_10 5 3 66
hs_pro_pd_06 1 1 81
hs_pro_pd_07 2 4 77
hs_pro_pd_08 2 2 79
hs_pro_pd_09 3 1 79


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Testing and Refining Code

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 26 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 115 27
Are there standards you feel are not developmentally appropriate for the intended grade band? 26 113


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_pro_tr_04 3 4 77
e1_pro_tr_03 1 5 78
e2_pro_tr_03 1 2 80
e3_pro_tr_03 4 2 77
e3_pro_tr_04 2 12 71
e4_pro_tr_03 2 3 77
e4_pro_tr_04 4 5 73
e5_pro_tr_03 0 1 81
e5_pro_tr_04 1 2 79
ms_pro_tr_11 1 0 71
ms_pro_tr_12 0 2 69
ms_pro_tr_13 2 4 65
hs_pro_tr_10 0 0 77
hs_pro_tr_11 5 1 71
hs_pro_tr_12 0 0 78
hs_pro_tr_13 1 2 75


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Project Management

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 33 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 119 18
Are there standards you feel are not developmentally appropriate for the intended grade band? 33 104


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_pro_pm_05 4 4 72
ek_pro_pm_06 5 5 70
e1_pro_pm_04 6 6 68
e1_pro_pm_05 3 2 75
e2_pro_pm_04 3 7 72
e2_pro_pm_05 2 7 72
e3_pro_pm_05 3 6 72
e3_pro_pm_06 4 5 73
e4_pro_pm_05 1 6 74
e4_pro_pm_06 6 4 69
e5_pro_pm_05 3 7 71
e5_pro_pm_06 5 5 70
ms_pro_pm_14 0 0 70
ms_pro_pm_15 2 0 68
ms_pro_pm_16 1 3 66
hs_pro_pm_14 0 2 76
hs_pro_pm_15 4 0 74
hs_pro_pm_16 2 2 74
hs_pro_pm_17 2 3 73


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Systems and Security

Overall, there were 129 reviewers who respondents to the Systems and Security standards.

Hardware and Software

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 14 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 82 6
Are there standards you feel are not developmentally appropriate for the intended grade band? 14 73


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 129 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_sas_hw_01 2 0 58
e1_sas_hw_01 0 1 59
e2_sas_hw_01 3 3 54
e3_sas_hw_01 0 4 56
e4_sas_hw_01 2 3 55
e5_sas_hw_01 0 6 54
ms_sas_hw_01 1 1 45
ms_sas_hw_02 0 2 44
ms_sas_hw_03 0 0 46
hs_sas_hw_01 1 1 46
hs_sas_hw_02 0 0 48
hs_sas_hw_03 1 0 47


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Networks

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 10 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 82 8
Are there standards you feel are not developmentally appropriate for the intended grade band? 10 79


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 129 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
e3_sas_nw_02 0 5 56
e4_sas_nw_02 2 3 56
e5_sas_nw_02 0 6 56
ms_sas_nw_04 1 2 42
ms_sas_nw_05 0 2 44
ms_sas_nw_06 0 0 46
hs_sas_nw_04 1 2 46
hs_sas_nw_05 3 2 44
hs_sas_nw_06 2 0 47


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Security

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 18 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 78 8
Are there standards you feel are not developmentally appropriate for the intended grade band? 18 68


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 129 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_sas_sc_02 6 5 49
e1_sas_sc_02 1 2 57
e2_sas_sc_02 1 3 56
e3_sas_sc_03 1 6 53
e4_sas_sc_03 3 9 48
e5_sas_sc_03 0 4 57
ms_sas_sc_07 0 2 45
ms_sas_sc_08 3 2 42
ms_sas_sc_09 0 1 46
ms_sas_sc_10 1 5 42
hs_sas_sc_07 1 0 48
hs_sas_sc_08 5 1 44
hs_sas_sc_09 4 0 45
hs_sas_sc_10 1 2 47


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Impacts of Computing Systems

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 12 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 82 5
Are there standards you feel are not developmentally appropriate for the intended grade band? 12 75


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 129 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_sas_im_03 3 1 55
e1_sas_im_03 2 3 54
e2_sas_im_03 0 2 56
e3_sas_im_04 2 1 56
e4_sas_im_04 2 1 57
e5_sas_im_04 1 2 55
ms_sas_im_11 1 0 44
ms_sas_im_12 0 0 45
hs_sas_im_11 3 0 45
hs_sas_im_12 0 0 48
hs_sas_im_13 0 0 48


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Data and Analysis

Overall, there were 147 reviewers who respondents to the Data and Analysis standards.

Data Fundamentals

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 23 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 86 15
Are there standards you feel are not developmentally appropriate for the intended grade band? 23 78


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 147 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_daa_df_01 0 3 65
e1_daa_df_01 1 3 64
e2_daa_df_01 1 2 64
e3_daa_df_01 2 3 63
e3_daa_df_02 0 3 65
e4_daa_df_01 1 6 62
e5_daa_df_01 1 3 64
ms_daa_df_01 0 0 54
ms_daa_df_02 0 1 53
ms_daa_df_03 0 1 53
ms_daa_df_04 0 1 53
hs_daa_df_01 2 1 53
hs_daa_df_02 1 0 55
hs_daa_df_03 1 3 52
hs_daa_df_04 4 3 49


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Data Processing

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 9 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 62 13
Are there standards you feel are not developmentally appropriate for the intended grade band? 9 64


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 147 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ms_daa_dp_05 0 3 50
ms_daa_dp_06 0 0 53
ms_daa_dp_07 0 0 53
hs_daa_dp_05 2 1 53
hs_daa_dp_06 0 1 54
hs_daa_dp_07 0 3 52
hs_daa_dp_08 1 2 52
hs_daa_dp_09 0 1 54


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Data Investigation

The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 29 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 81 18
Are there standards you feel are not developmentally appropriate for the intended grade band? 29 69


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 147 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_daa_di_02 2 6 57
ek_daa_di_03 3 5 57
e1_daa_di_02 0 0 65
e1_daa_di_03 0 8 58
e2_daa_di_02 0 6 59
e2_daa_di_03 0 12 54
e3_daa_di_03 0 3 61
e3_daa_di_04 2 15 49
d4_daa_di_02 1 3 62
e4_daa_di_03 2 14 51
e5_daa_di_02 0 6 59
e5_daa_di_03 3 11 52
ms_daa_di_08 2 1 49
ms_daa_di_09 0 0 52
ms_daa_di_10 0 0 52
ms_daa_di_11 0 0 52
ms_daa_di_12 0 2 50
hs_daa_di_10 0 0 53
hs_daa_di_11 0 2 51
hs_daa_di_12 1 1 51
hs_daa_di_13 0 2 51
hs_daa_di_14 1 2 50


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Impacts of Data Science


The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 16 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 89 8
Are there standards you feel are not developmentally appropriate for the intended grade band? 16 81


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 147 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_daa_im_04 2 0 63
e1_daa_im_04 1 2 62
e2_daa_im_04 0 4 61
e3_daa_im_05 4 3 58
e4_daa_im_04 0 4 62
e5_daa_im_04 2 4 60
ms_daa_im_13 0 2 49
ms_daa_im_14 0 0 51
ms_daa_im_15 0 0 51
hs_daa_im_15 0 1 52
hs_daa_im_16 0 0 53
hs_daa_im_17 3 0 50
hs_daa_im_18 2 3 48


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Computing and Society

Overall, there were 167 reviewers who respondents to the Computing and Society standards.

History of Computing


The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 17 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 97 14
Are there standards you feel are not developmentally appropriate for the intended grade band? 17 95


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 167 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_cas_hc_01 4 6 55
e1_cas_hc_01 1 9 54
e2_cas_hc_01 1 9 55
e3_cas_hc_01 3 1 61
e4_cas_hc_01 1 2 61
e5_cas_hc_01 1 2 62
ms_cas_hc_01 0 2 57
ms_cas_hc_02 0 1 58
ms_cas_hc_03 0 2 57
hs_cas_hc_01 2 4 52
hs_cas_hc_02 1 1 56
hs_cas_hc_03 2 1 55
hs_cas_hc_04 2 0 55


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Emerging Technologies


The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 12 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 93 16
Are there standards you feel are not developmentally appropriate for the intended grade band? 12 97


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 167 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
ek_cas_et_02 4 1 58
e1_cas_et_02 5 2 56
e2_cas_et_02 2 1 60
e3_cas_et_02 3 3 57
e4_cas_et_02 3 5 56
e5_cas_et_02 2 1 59
ms_cas_et_04 1 3 52
ms_cas_et_05 2 0 54
ms_cas_et_06 1 1 54
ms_cas_et_07 1 2 53
hs_cas_et_05 7 0 51
hs_cas_et_06 5 0 52
hs_cas_et_07 3 0 54
hs_cas_et_08 2 0 55
hs_cas_et_09 3 1 53


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Career Exploration


The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 11 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.

Question Yes No
Does this subtopic represent a coherent progression across the grade bands? 92 17
Are there standards you feel are not developmentally appropriate for the intended grade band? 11 99


Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:



The following table shows how many of the 167 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.

Standard Deleted Moved Kept
e1_cas_ce_03 2 2 60
e2_cas_ce_03 2 2 60
e3_cas_ce_03 0 4 60
e4_cas_ce_03 2 2 60
e5_cas_ce_03 3 1 59
ms_cas_ce_08 0 1 55
ms_cas_ce_09 1 0 55
ms_cas_ce_10 1 2 53
ms_cas_ce_11 1 2 53
hs_cas_ce_10 1 0 57
hs_cas_ce_11 0 0 58


The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.



Specialty Standards

Software Development

Overall, there were 83 reviewers who responded to the Software Development specialty standards.

Those reviewers provided the following recommendations for the standards.

Standard Delete Move to Foundational Keep
s1_swd_pd_01 1 7 48
s1_swd_pd_02 0 6 49
s1_swd_dh_03 0 6 50
s1_swd_tr_04 1 4 51
s1_swd_tr_05 1 12 43
s2_swd_pd_06 1 2 53
s2_swd_pd_07 0 7 48
s2_swd_pd_08 0 5 50
s2_swd_pd_09 0 6 50
s2_swd_pd_10 3 0 52


Reviewers provided the following rationale for their recommendations:


The following table shows the responses reviewers shared about what they would add to the Software Development specialty standards:



Cybersecurity

Overall, there were 66 reviewers who responded to the Cybersecurity specialty standards.

Those reviewers provided the following recommendations for the standards.

Standard Delete Move to Foundational Keep
s1_cyb_fc_01 0 6 37
s1_cyb_fc_02 0 5 38
s1_cyb_fc_03 1 4 38
s1_cyb_fc_04 0 2 41
s1_cyb_fc_05 1 0 42
s1_cyb_fc_06 1 1 41
s2_cyb_fc_07 1 1 41
s2_cyb_fc_08 0 0 43
s2_cyb_fc_09 2 0 41
s2_cyb_nt_10 1 7 35
s2_cyb_nt_11 3 0 40
s2_cyb_nt_12 0 8 35
s2_cyb_nt_13 1 3 39
s2_cyb_nt_14 1 5 36
s2_cyb_nt_15 0 7 35
s2_cyb_nt_16 1 1 40
s2_cyb_nt_17 1 0 41
s2_cyb_nt_18 0 1 41
s2_cyb_nt_19 0 0 41
s2_cyb_nt_20 0 2 38
s2_cyb_nt_21 1 3 37
s2_cyb_ec_22 0 4 37
s2_cyb_ec_23 0 8 33
s2_cyb_ec_24 1 3 37
s2_cyb_ec_25 1 0 40
s2_cyb_ec_26 0 1 40
s2_cyb_ce_27 1 5 35
s2_cyb_ce_28 2 3 36


Reviewers provided the following rationale for their recommendations:


The following table shows the responses reviewers shared about what they would add to the Cybersecurity specialty standards:



Artificial Intelligence

Overall, there were 125 reviewers who responded to the Artificial Intelligence specialty standards.

Those reviewers provided the following recommendations for the standards.

Standard Delete Move to Foundational Keep
s1_ain_cd_01 0 8 73
s1_ain_cd_02 1 32 50
s1_ain_cd_03 2 5 74
s1_ain_cd_04 3 4 75
s1_ain_cd_05 2 6 72
s1_ain_he_06 1 17 62
s1_ain_he_07 0 18 63
s1_ain_he_08 1 4 76
s2_ain_cd_09 0 12 68
s2_ain_cd_10 2 4 75
s2_ain_cd_11 1 5 74
s2_ain_cd_12 0 3 77
s2_ain_cd_13 5 4 71
s2_ain_he_14 8 11 61
s2_ain_he_15 0 27 53
s2_ain_he_16 2 5 73
s2_ain_he_17 1 5 74


Reviewers provided the following rationale for their recommendations:


The following table shows the responses reviewers shared about what they would add to the Artificial Intelligence specialty standards:



Physical Computing

Overall, there were 82 reviewers who responded to the Physical Computing specialty standards.

Those reviewers provided the following recommendations for the standards.

Standard Delete Move to Foundational Keep
s1_phy_sd_01 0 11 40
s1_phy_sd_02 0 2 49
s1_phy_sd_03 0 3 48
s1_phy_sd_04 0 1 50
s1_phy_sd_05 0 0 51
s1_phy_sd_06 0 3 48
s1_phy_sd_07 0 3 48
s1_phy_sd_08 1 3 47
s2_phy_sd_09 1 4 44
s2_phy_sd_10 0 2 48
s2_phy_sd_11 0 2 48
s2_phy_sd_12 2 0 48
s2_phy_cc_13 0 0 50
s2_phy_cc_14 0 2 48
s2_phy_cc_15 2 1 47
s2_phy_ce_16 0 4 47


Reviewers provided the following rationale for their recommendations:


The following table shows the responses reviewers shared about what they would add to the Physical Computing specialty standards:



Data Science

Overall, there were 80 reviewers who responded to the Data Science specialty standards.

Those reviewers provided the following recommendations for the standards.

Standard Delete Move to Foundational Keep
s1_dsc_dm_01 0 6 37
s1_dsc_dm_02 0 4 39
s1_dsc_dm_03 0 3 40
s1_dsc_av_04 1 5 37
s1_dsc_av_05 0 2 41
s1_dsc_av_06 0 4 39
s1_dsc_av_07 0 5 38
s1_dsc_av_08 0 5 38
s1_dsc_pm_09 1 3 39
s1_dsc_pm_10 0 2 41
s1_dsc_pm_11 0 2 41
s1_dsc_tp_12 0 1 42
s1_dsc_tp_13 1 1 41
s1_dsc_ci_14 0 4 39
s2_dsc_ap_15 0 1 42
s2_dsc_ap_16 1 3 39
s2_dsc_ap_17 1 4 38
s2_dsc_ds_18 1 4 37
s2_dsc_ds_19 0 4 39
s2_dsc_el_20 1 8 34
s2_dsc_el_21 0 9 34
s2_dsc_el_22 0 5 38
s2_dsc_el_23 0 5 38


Reviewers provided the following rationale for their recommendations:


The following table shows the responses reviewers shared about what they would add to the Data Science specialty standards:



Game and Interactive Media Design

Overall, there were 66 reviewers who responded to the Game and Interactive Media Design specialty standards.

Those reviewers provided the following recommendations for the standards.

Standard Delete Move to Foundational Keep
s1_gmd_pd_01 0 4 32
s1_gmd_pd_02 1 1 34
s1_gmd_pd_03 0 0 36
s1_gmd_tr_04 0 3 33
s1_gmd_tr_05 0 1 35
s2_gmd_pd_06 1 0 35
s2_gmd_pd_07 0 4 32
s2_gmd_pd_08 0 3 33
s2_gmd_pd_09 1 3 32
s2_gmd_pd_10 0 0 36
s2_gmd_ar_11 0 4 32
s2_gmd_ar_12 2 2 32
s2_gmd_tr_13 0 2 34
s2_gmd_tr_14 0 1 35


Reviewers provided the following rationale for their recommendations:


The following table shows the responses reviewers shared about what they would add to the Game and Interactive Media Design specialty standards:



X + CS

Overall, there were 71 reviewers who responded to the X + CS specialty standards.


Those reviewers who provided feedback on the X + CS specialty area responded in the following way when asked whether this specialty area should be included in the standards:


Reviewers gave the following reasons for their recommendation on whether or not X + CS should be include as a specialty area:


Reviewers provided the following recommendations for the X + CS specialty standards.

Standard Delete Keep
s1_xcs_xc_01 5 34
s1_xcs_xc_02 6 33
s1_xcs_xc_03 4 35
s2_xcs_xc_04 5 34
s2_xcs_xc_05 4 35
s2_xcs_xc_06 5 34
s2_xcs_xc_07 4 35


Reviewers provided the following rationale for their recommendations:


The following table shows the responses reviewers shared about what they would add to the X + CS specialty standards:


Finally, reviewers had the following additional commentary to provide about the X + CS specialty standards area:



General Feedback

When asked to what extent they agreed that the currently drafted revisions meet the expectations of the revision process goals, more than half of reviewers responded with “Strongly Agree” or “Agree”.


The following table shows the reasons reviewers provided for the ratings they gave. The table includes reviewers’ roles for additional context.


The following table shows the general feedback provided by reviewers. It includes their role for context.